Abstract
This qualitative multiple case study investigates the instructional practices of three Primary 5 Foundation English Language (FEL) teachers working with low literacy learners in Singapore primary schools. Grounded in constructivist theory, the research explores how teachers identify students’ literacy needs, enact the planned curriculum, and navigate structural, cultural, and pedagogical supports that shape their practices. Data collection involved curriculum and instructional material analyses, semi-structured interviews, classroom observations, and teacher reflections across three school sites. The study reveals the choices made by these teachers in terms of instructional practices, how they adapt syllabus and curricular resources, and the factors that influence those choices. One finding points to a sense of professional isolation, particularly when navigating curriculum changes without targeted training or peer collaboration opportunities. This case study contributes new insights into FEL teachers’ curriculum implementation and offers evidence-based recommendations for supporting teachers improve literacy outcomes for Singapore’s FEL learners.
Presenters
Kalthom AhmadSenior Curriculum Specialist, Curriculum Planning and Development Division, Ministry of Education, Central Singapore, Singapore
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Case Study, Low Literacy, Young Adolescents, Instructional Practices, Teacher Supports
